Educational Innovation Research Articles

Physical activity promotes well-being: medical students’ engagement and perspective. A cross-sectional study scoped through innovation and technology

Background: The role of physical activity (PA) in health promotion is further complimented by its disease preventive value. Future doctors’ involvement and advocacy in diverse aspects of such significant role is still under evaluation. Objectives: This study aimed to assess medical students’ overall PA engagement and their perspective, and to identify whether their level of engagement affects their advocacy and promotion, while discussing related educational innovations and technological advances. Methods: Through a cross-sectional observational study design, stratified sampling from third-, fourth-, and fifth-year medical students attending Nile University, Sudan, during the period from February to April 2020, were included. Descriptive data analysis was done using the SPSS software, and presented including, frequencies, cross-tabulation, Chi-square testing with 95% confidence level, and a P value, after data collection via a structured questionnaire adopting parts of the IPAQ. Study has been reported in line with the STROCSS criteria. Results: Out of 188 students, 43% males and 57% females, less than half (91, 48.40%) participated in planned PA, and majority (156, 82.98%) agreed with its health-related significance. Few (57, 30.32%) considered academic load as a barrier, and only 20 (10.60%) were not actively promoting PA engagement to others. Most PA participants were males (57.14%), leaning toward group-based activity (54, 59.34%), making regular plans (51, 56.04%) and motivated by self-health promotion (86, 94.51%) (P < 0.05). Despite majority of students (82.98%) agreement on PA’s benefits, nearly half (51.60%) do not engage, Similarly, overall advocacy for PA promotion in relation to specific people was not statistically significant (P = 0.21). Embedding PA into undergraduate curriculum, use of PA report cards, exercise prescription training and targeted mentoring, in addition to digital bracelets, smart phone applications and internet-based social media, had positive impact on PA participation and promotion. Conclusion: Medical students’ understanding of PA health related significance did not equate to increase engagement, despite active promotion. Curricular integration of PA should accompany recent innovative educational strategies to increase their participation and advocation. Future studies are needed to evaluate the role of technology-based and AI-driven PA in achieving this goal.

Rotational training structures and national employment in public health education: an organizational perspective

IntroductionPostgraduate medical education (PGME) relies on structured training rotations and workplace-based learning (WBL) to provide comprehensive clinical training and professional development. Emphasizing WBL, PGME integrates theoretical knowledge with practical skills through direct patient care involvement, underscoring the pivotal role of training institutes in supporting these initiatives. While curricular changes in PGME have been extensively studied in clinical teaching hospitals, PGME programs in public health (PGME-PH) remain underexplored, yet their multidisciplinary nature post-COVID-19 underscores the urgency for effective curricular reforms. This study explores how training institutions offering PGME-PH navigate the adoption of structured training rotations and a transition to a national employer by examining organizational perspectives to enhance sustainability and integration of educational innovations in this unique context.MethodsSemistructured interviews were conducted with 14 participants from 8 training institutions offering PGME-PH in the Netherlands between October and November 2022 to explore their experiences with the implementation of a rotational training structure. The interviews were guided by the Consolidated Framework for Implementation Research (CFIR).ResultsThe analysis identified three pivotal themes influencing sustainable implementation and ownership: influence, communication, and motivation. Participants expressed concerns about reduced influence in organizing PGME-PH and noted significant communication challenges, such as ambiguity in roles, program frameworks, and financial aspects. Despite these obstacles, participants showed strong motivation for education and underscored the importance of collaboration and shared responsibility.ConclusionThe successful implementation of structured training rotations was negatively impacted by training institutions’ experience of limited influence and communication challenges. This led to diminished ownership of the new PGME-PH curriculum, potentially affecting its long-term sustainability. Despite these challenges, participants maintain high motivation for educational delivery. Enhancing sustainable implementation requires fostering ownership, promoting collective responsibility, establishing clear communication channels, and nurturing motivation. These factors are crucial for ensuring the success and longevity of educational programs such as PGME-PH.

Leveraging technology and artificial intelligence to revolutionize French language proficiency: A comprehensive framework for modern curriculum design

The integration of technology and artificial intelligence (AI) in language education has the potential to revolutionize how French is taught and learned in the modern era. This paper explores a comprehensive framework for modernizing the French language curriculum, emphasizing the transformative role of AI-driven tools in enhancing learner engagement, accessibility, and fluency. It examines advancements such as adaptive learning systems, AI-powered tutors, speech recognition, and gamification, highlighting their ability to personalize instruction and foster immersive learning experiences. Key features of a technology-driven curriculum, including alignment with CEFR standards and inclusivity for diverse learners, are discussed. The paper also addresses challenges such as cost, infrastructure limitations, and ethical concerns related to data privacy and the role of human educators. Recommendations focus on teacher training, infrastructure investment, and collaborative policy development to ensure the successful implementation of AI-enhanced curricula. By leveraging AI's potential while maintaining ethical standards, this approach aims to make French language education more efficient, interactive, and inclusive, meeting the demands of a globalized world. Keywords: Artificial Intelligence, French Language Education, Technology-Driven Curriculum, Adaptive Learning Systems, Immersive Learning, Educational Innovation.

Transforming French language education through multilingual curriculum development: Innovative strategies for culturally inclusive and adaptive learning

This paper explores the transformative potential of multilingual curriculum development in French language education, emphasizing innovative strategies to foster cultural inclusivity and adaptability. It highlights the theoretical foundations of multilingualism, underscoring its role in enhancing linguistic proficiency, cognitive development, and cultural awareness. The study examines approaches to integrating French with other languages, leveraging technology, and adapting teaching methods to diverse cultural backgrounds. Furthermore, it evaluates the impacts of multilingual curricula on learner outcomes while addressing challenges such as resource constraints, curriculum design complexities, and societal resistance. The paper concludes with actionable recommendations for policymakers, educators, and curriculum developers to overcome these obstacles and create inclusive educational environments. Ultimately, this work advocates for multilingual education as a cornerstone of preparing students for success in an interconnected and culturally diverse world. Keywords: Multilingual Curriculum, French Language Education, Cultural Inclusivity, Adaptive Learning Strategies, Educational Innovation, Linguistic Proficiency.

Neuroeducation and Cognitive Behavioral Interventions: A Narrative Review

This paper provides a comprehensive narrative review at the intersection of neuroeducation and cognitive behavioral interventions (CBI), exploring how insights from cognitive neuroscience can enhance educational practices. It traces the historical progression of neuroeducation, proposes theoretical frameworks linking reading disabilities with comorbid conditions, and details the methodology underpinning the review. Key themes include the role of neuroplasticity in learning, memory, and cognitive development, and the application of CBIs in managing anxiety and other psychological factors in students. The review emphasizes the need for integrating neuroscientific theories into education, the potential of gamified programs and specialized platforms, and the importance of teachers' emotional involvement in student learning. Furthermore, it highlights significant gaps in current research and offers practical recommendations for incorporating neuroeducational principles into teacher training and educational policies. The findings underscore the impact of narrative reviews in advancing neuroeducation, pinpoint key interdisciplinary collaborations, and advocate for ongoing research to support innovation and transformation in education.

Curriculum in Professional Practice: Innovations in higher education

Curriculum in Professional Practice: Innovations in higher education

Pendidikan Transformatif: Tantangan Mutu dan Kompetensi Guru Bahasa Indonesia di Banyuwangi

Transformative learning creates changes in an individual's perspective, making individuals more mature and mature in thinking and acting, based on cognitive, rational, affective and affective processes, as well as communicative and social aspects which aim to make a person smarter and more critical. The importance of teacher competence and quality in the world of education has a big influence on student success. This research aims to determine the role and innovation of transformative education in improving quality and competence as well as transformative education strategies in improving the quality and competence of Banyuwangi Indonesian language teachers. This research uses qualitative research methods with the type of microethnography. The data collection techniques used include participant observation, structured interviews, qualitative notes, and documentation. Researchers used data analysis using the Miles Huberman flow with four stages including; data collection, data reduction, concluding research data, and data verification. Research states that teachers must be able to improve the quality and competence of education along with changing times. Changes in education can begin with the presence of teachers who are qualified and able to have competitiveness in terms of quality and competence.

Project‐Based Learning in Bioprocess Engineering: MATLAB Software as a Tool for Industrial‐Scale Bioreactor Design

ABSTRACTThe project‐based learning (PBL) methodology has proven to be a valuable pedagogical approach in engineering programs for decades. However, a significant gap remains in the application of such methodologies in the field of bioprocess engineering. This study addresses this gap by exploring the implementation and outcomes of innovative PBL methodology in the context of bioprocess engineering education. The educational innovation involved the study of a bioprocess at the industrial scale, which comprises the definition of the culture medium, the operational units of the process, the design of the bioreactor with the assistance of MATLAB software, and the performance of a techno‐economic analysis. The results over eight academic years (441 students) demonstrated consistently high average grades in case studies (8.9 ± 0.3 out of 10), indicating successful student navigation of PBL challenges. The students’ positive feedback highlighted the satisfaction and effectiveness of the methodology in promoting collaboration, enhancing comprehension, and preparing students for real‐world scenarios. Overall, this study provides valuable insights into the successful implementation of PBL in bioprocess engineering education, highlighting its potential for fostering active learning, practical skill development, and student engagement. These findings contribute to the growing body of literature on innovative pedagogical approaches in engineering education and underscore the importance of ongoing evaluation and refinement for enhancing student learning outcomes.

RETRACTION: Model Innovation of Students' Mental Health Education from the Perspective of Big Data

RETRACTION: B. Yang, “,” Expert Systems 40, no. (2023): , https://doi.org/10.1111/exsy.12948. The above article, published online on 11 February 2022 in Wiley Online Library (wileyonlinelibrary.com), has been retracted by agreement between the journal Editor‐in‐Chief, David Camacho; and John Wiley & Sons Ltd. The article was submitted as part of a guest‐edited special issue. Following publication, it has come to our attention that the article was not reviewed in line with the journal's peer review standards. Moreover, multiple inconsistencies and flaws were identified in this article that affect the validity of the conclusions. Relevant information is missing so that the research described is not comprehensible.

BORBOLETANDO PROJECT: STORYTELLING IN VIRTUAL MEDIA – AN INNOVATIVE PROPOSAL

This article deals with the "Borboletando Project: at home you also learn!", as an example of a successful experience that unites the art of storytelling in the continuum of informal education, enabling, in a playful way, the learning of themes focused on reality and everyday issues that involve families, students, teachers, or anyone interested in listening to stories and learning in a pleasurable way. The art of storytelling is an ancestral activity, but it arouses fascination even in a society mediated by digital technologies, enabling educational/pedagogical experiences in virtual networks. The Project emerged in 2020 and according to the author she was sensitized by the pandemic to the fact that she saw children, especially young ones, being cloistered indoors without being able to visit relatives, friends, colleagues, and often only in the company of their parents. The name of the project was inspired by the metamorphosis of the butterfly, first – a caterpillar – passing from leaf to leaf in the garden, and then trapped in the cocoon. The research has the following objectives: to analyze the Borboletando Project in the context of educational innovation; describe some experiences with storytelling promoted by the project; present the stories and memories of the protagonists about their experiences in the Project. The methodological path started from a qualitative research, based on Minayo (2002), in which a content analysis was carried out based on Bardin (2011). To this end, a semi-structured interview was applied and oral life histories of the research subjects were collected - students of the teacher training course in the scope of Pedagogy at the Federal University of Piauí (UFPI). The Project brings playful alternatives using diverse materials, creativity and innovative practices from traditional educational resources (storytelling, music, visual arts, among others). This sharing allows parents and the school to suggest activities in which the child gains wings becoming the butterfly. It's been 4 (four) years of a project that offers some types of storytelling: storytelling itself through videos and animations. It expanded the educational and pedagogical possibilities provided by storytelling in virtual networks, as a university extension providing the community with the opportunity to participate with suggestions for specific themes. It is also a space for successful experiences for students at the Federal University of Piauí (UFPI).

Design and implementation of flipped classroom approach for higher mathematics courses at medical colleges

This research focused on the design and implementation of the flipped classroom approach for higher mathematics courses in medical colleges. Out of 120 students, 60 were assigned to the experimental group and 60 to the control group. In the continuous assessment, which included homework and quizzes, the average score of the experimental group was 85.5 ± 5.5, while that of the control group was 75.2 ± 8.1 (P < 0.05). For the final examination, the average score in the experimental group was 88.3 ± 6.2, compared to 78.1 ± 7.3 in the control group (P < 0.01). The participation rate of students in the experimental group was 80.5%, significantly higher than the 50.3% in the control group (P < 0.001). Regarding autonomous learning ability, the experimental group spent an average of 3.2 hours per week on self-study, compared to 1.5 hours in the control group (P < 0.005). Other potential evaluation indicators could involve the percentage of students achieving high scores (90% or above) in problem-solving tasks (25.8% in the experimental group vs. 10.3% in the control group, P < 0.05), and the improvement in retention of key concepts after one month (70.2% in the experimental group vs. 40.5% in the control group, P < 0.01). In conclusion, the flipped classroom approach holds substantial promise in elevating the learning efficacy of higher mathematics courses within medical colleges, offering valuable insights for educational innovation and improvement.

Flipped learning in medical education: Enhancing engagement through innovative pedagogy

Flipped learning has emerged as an innovative instructional approach in medical education, transforming traditional teacher-centered models into dynamic, learner-centered environments. This pedagogical strategy involves students engaging with instructional content outside the classroom, followed by interactive activities during class time, thereby enhancing student engagement and promoting active learning. Grounded in educational theories such as Constructivism and Adult Learning Theory, flipped learning facilitates knowledge construction through pre-class engagement and fosters self-directed learning, particularly relevant for adult learners in medical fields. Successful implementation requires meticulous design of instructional strategies, high-quality pre-class materials, and engaging in-class activities that promote collaboration and critical thinking. Assessment methods must also adapt to this framework, utilizing formative assessments to gauge understanding and encourage continuous improvement. Additionally, faculty development initiatives are essential for equipping educators with the skills necessary to implement this approach effectively. Flipped learning not only improves student performance but also cultivates a supportive learning atmosphere, fostering critical thinking and communication skills. This article advocates for the evaluation of flipped learning programs using the CIPP model to assess their effectiveness and guide future innovations in medical education.

Educational Innovation of Using Artificial Intelligence in University Education: a Comprehensive Student Survey

This paper investigates the adoption and potential integration of artificial intelligence (AI) within higher education, examining its impact on educators and learners through detailed perspectives gathered from university students. It provides an extensive literature review outlining the dynamics, characteristics, and the application of AI in the educational sector. The primary research included a meticulously designed survey distributed among active students to assess their current experiences, perceived benefits, and concerns having AI-driven materials and tools in educational environments. Based on the learners’ responses a generally positive attitude towards the use of AI was revealed among the university students. They expressed a strong belief in their ability to learn with and utilize AI tools effectively, acknowledging the significant advantages AI can offer in enhancing educational experiences and providing personalized academic support. This optimistic view is, however, tempered by significant concerns, particularly regarding ethical issues and the potential shift away from traditional pedagogical methods. The data also showed that the participants highly valued the effectiveness and accessibility provided by the AI-enhanced instructional materials and teaching methods. Despite this, there remained a substantial degree of apprehension surrounding the ethical implications and safety of AI applications in education. This paper makes a significant contribution to the field of educational technology by providing primary research on AI-related challenges and considerations. It highlights the critical importance of maintaining a balanced approach that prioritizes technological innovation alongside ethical considerations and human-centered practices in the development and integration of AI into higher education, advocating for responsible use of technology.

Digital Technologies as a Factor of Transformation of Learning in the University Education

This article investigates the transformative impact of digital technologies on university education, particularly in light of the accelerated adoption driven by the COVID-19 pandemic. The study aims to explore how these technologies have reshaped teaching and learning processes, focusing on their effectiveness, the challenges they present, and their future potential. The research is grounded in a thorough literature review, coupled with empirical data gathered from interviews with university teachers and students, and enhanced by insights from AI systems. The findings reveal a generally positive reception of digital tools, with significant benefits in enhancing student engagement, providing flexible access to educational resources, and supporting diverse learning modalities. However, the study also identifies key challenges, including the digital divide, the need for continuous faculty training, and the rapid pace of technological change. Additionally, the potential of emerging technologies such as artificial intelligence (AI), virtual reality (VR), and augmented reality (AR) to further personalize and enrich the educational experience is highlighted. The article concludes that while digital technologies offer substantial opportunities for innovation in higher education, their successful integration requires strategic planning, robust policy frameworks, and sustained investment in infrastructure and professional development.

Computational intelligence, educational robotics, and artificial intelligence in the educational field. A bibliometric study and thematic modelling

This study addresses the convergence between technology and education, exploring the impact of paradigms such as "computational intelligence," "educational robotics," and "artificial intelligence" in educational research. The methodology was defined in three stages. In the first stage, the Web of Science database was chosen, and a search string was developed. The second stage involved the selection of studies through inclusion/exclusion criteria and the use of PRISMA. The third stage included the extraction and analysis of quantitative and qualitative data, using bibliometric software, content analysis, and tools such as R Studio, Bibliometrix, VOSViewer, and Python. An annual growth of 56.51% between 2019 and 2023, with 208 works, is revealed. "Sustainability" leads the journals with 39 articles, indicating concentration in highly productive journals. The analysis of keyword co-occurrence reveals frequents thematic areas, highlighting "artificial intelligence," "education," "technology," "machine learning," and "Big data." The lead institution is the Chinese University of Hong Kong, while China stands out with 61 papers at the country level. It emphasizes the importance of considering quality and quantity in scientific production and identifies five key topics in research summaries, suggesting areas of research focused on the integration of technology and educational innovation.

Developing generative AI functionalities in a social LMS

Artificial intelligence (AI) has experienced exponential growth in recent years, profoundly transforming various aspects of life, particularly in education. As a team of educational technology innovators, we have developed a series of generative AI features within our social learning management system, CourseNetworking, to boost student engagement in online discussions and enhance instructor efficiency. This article introduces three key features: automated hashtagging, automated post reflection, and AI-driven quiz question generation. We examine the goals and technical implementation of each feature, present solutions to challenges encountered during development and deployment, and share the best practices we have accumulated. Additionally, we outline our plans for future advancements. This paper seeks to foster understanding and collaboration among developers, educators, institutional leaders, and researchers, with the aim of using AI technology to improve educational products and services, ultimately elevating learning experiences and outcomes.

Creating Sustainable Business Interest Through Innovation in Early Childhood Education

This article examines the important role of innovation in early childhood education to foster interest in sustainable business. Facing global economic challenges and rapid social change, early childhood education plays an important role in developing an entrepreneurial spirit that is not only focused on profit, but also sustainability. This research highlights how innovation in service programs, curriculum, teaching methods, and use of technology can encourage educators to create businesses that are environmentally friendly, ethical, and have a positive impact on society. By combining entrepreneurial principles with social and environmental awareness, early childhood education can be a driving force in creating a generation of entrepreneurs with a long-term vision. This article also discusses various early childhood education initiatives that have succeeded in fostering interest in sustainable entrepreneurship among early childhood education managers. In the end, this article provides recommendations that early childhood education must continue to innovate to produce entrepreneurs who are not only financially successful, but also environmentally and socially responsible

Expanding Teacher's technological, pedagogical, and content knowledge with funds of knowledge: An exploratory STEM professional development model using video creation workshops

AbstractRecent initiatives in the Philippines have underscored the significance of 21st‐century approaches to preparing K‐12 STEM public teachers to embrace technology‐enhanced pedagogies. This case study, part of a larger investigation, employed portraiture methodology to examine one science teacher's growth in technological, pedagogical, and content knowledge (TPACK) while integrating students' funds of knowledge (FoK) in a 4‐week science video creation workshop. The workshop trained the teacher as a learning doctor to diagnose teaching and learning impediments during pre‐ to post‐video production. Data included the teacher's pre‐ to post‐production video creation experience, reflections, and individual interviews. Findings indicated: (a) a gradual growth from a self‐assessed detached TPACK to an expanded TPACK, (b) concrete FoK integration, which served as a bridge to widen the teacher's TPACK, and (c) effective science video creation workshop, viewed through the lens of a science teacher as a learning doctor, offered explicit scaffolding to address teaching and learning impediments during video creation. The findings suggest that science video creation workshops represent an exploratory and innovative model for deliberate professional development (PD) in STEM education, particularly for teachers in rural areas. This model highlights the relevance of research integrating FoK and TPACK and offers a new approach to enhancing teachers' TPACK. The findings have potential implications for advancing PD for rural science teachers in the Philippines and STEM educators in rural areas globally, emphasizing the value of rural schools as centers for relevant pedagogical innovation in STEM education.

Exploration and Practice of Innovative and Entrepreneurial Talent Training Model in Medical Colleges under the Background of “New Medicine”

Innovation and entrepreneurship education has become one of the important directions of higher education reform, but innovation and entrepreneurship education in medical colleges generally lags behind other discipline universities or comprehensive universities. Actively exploring the training mode of innovation and entrepreneurship talents is of great significance for cultivating innovative medical talents needed by the country and society. At present, innovation and entrepreneurship education in higher medical colleges is facing many challenges, the most important of which include the lack of concept in innovation and entrepreneurship education, medical students’ weak awareness of innovation and entrepreneurship, and poor construction of innovation and entrepreneurship teaching staff. To address these challenges, we will introduce incentive measures for innovation and entrepreneurship education at the college level, and improve the guarantee and incentive mechanisms for innovation and entrepreneurship education; create an “Innovation and Entrepreneurship Education Platform” for teachers and students to exchange ideas on innovation and entrepreneurship; start building a high-quality team of innovation and entrepreneurship teachers, promote the continuous improvement of the quality of innovation and entrepreneurship education, and ensure the quality of medical talent training.

디지털 대전환 시대 하이터치 교육으로서 미술과 사회정서학습 (A-SEL) 제안

In the era of grand digital transformation, where changes werer accelerating based on data-driven technological innovation, education played an important role as a core driving force that leads change and creates value. The 2022 rev. Korean National Curriculum(MoE, 2022b) emphasized digital literacy and AI·SW education as innovations in school education, while also emphasizing customized education that supports learning suited to each student’s characteristics and career. The emphasis on basic digital literacy was clearly an important measure for fostering future society talent, but if the corresponding social and emotional support was lacking, it may be difficult to achieve the essential goal of education, so it can be seen that HTHT education that emphasized interaction with technological development was considered. CASEL’s SEL, which emerged as an educational alternative to problem behaviors in the midst of a social crisis, was being applied in various ways for the purpose of pursuing holistic development. Thus, this study proposed ‘A-SEL’ applicable to art departments as customized high-touch education in the era of digital transformation, and aims to assess its potential as customized education that supports students’ socio-emotional well-being, including their character.